Drexel Lesson Plan Template

Lesson Plan Format

Teacher: Kristin Higgins
Grade: 2
Content Area: ELA

1. Content and Standards: CC.1.2.2.E Use various text features and search tools to locate
key facts or information in a text efficiently.
CC.1.2.2.B Ask and Answer questions such as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CC.1.2.2.J Acquire and use grade-appropriate conversation, general academic and
domain-specific words and phrases
(science) 3.1.2.A3 Identify similarities and differences in the life cycle of plants and
animals.

2. Prerequisites: Understanding genre non-fiction, knowing the difference between

photographs and pictures, knowing the different types of texts: bold prints, regular.
Knowing real information versus make believe.

3. Essential Questions: What are animal habitats? What are the features of the Arctic?
What are the different ways animals survive in the Arctic?

4. Materials and Equipment: Book: Many Biomes One Earth, text features chart that
shows all text features, text features chart that has the book title with text features
listed so students can mark off the different features that were found in this book.

5. Instructional Objective: “Students will know and understand how to identify the
different text features and understand the purpose behind text features. Students will
be able to identify the different ways animals survive in the Arctic.”

6. Instructional Procedures: List instructional strategies and learning experiences that are
in alignment with the objective(s). Include information about what teaching strategies
you will use to engage students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the objectives.

Set the purpose for reading, “Many months ago we learned about text features in Non- Formatted: Highlight
Fiction books. Today we are going to jog our memories to remember what the different
text features are and how we can define them. The books we will be reading will also Commented [KH1]: Domain 3a communicating with
tie into our science everyday. Our job is to fill out our text features anchor chart and students

then read Many Biomes One Earth and identify the text features in this book.. We will
also learn what animal habitats are and be able to identify them.“ Formatted: Highlight
Formatted: Highlight
  Before:
“Let’s look through this book called Many Biomes One Earth and do a text feature Formatted: Highlight
walk through filling in the anchor chart on Text Features with their definitions.” Commented [KH2]: Domain 3a communicating with
 During: Before starting the book teach the student the hand signal of T by holding up students
fist with thumb between index finger and ring finger. Tell them that when they hear
a text feature to hold up their hand signal. Start the Many Biomes One Earth book Formatted: Highlight
stopping and identifying text features throughout the reading. Have them “think, Formatted: Highlight
pair, share” after seeing a few text features, do this throughout the book. During Commented [KH3]: Domain 3d Using assessment in
reading it stop after reading about each habitat. Ask students to turn and talk- what instruction
did the habitat look like, feel like, and what animals lived there? Formatted: Highlight
Formatted: Highlight
 After:
Commented [KH4]: Domain 3d Using Assessment in
After reading the book take a look back at the anchor chart. Today our job was to instruction
identify text features. What kind of things did you notice about this book? Review
Commented [KH5]: Domain 3d Using assessment in
text features and check off from the text features anchor chart. instruction
Formatted: Highlight
7. Assessment: During the reading the students were to hold up the hand signal of the t
Formatted: Highlight
when they identified a text feature. I was able to assess what students were meeting
the goal of identifying and which ones were not during the reading. Commented [KH6]: Domain 3c Engaging students in
learning

8. Differentiated Instruction: I will meet the needs of all learners through a variety of Formatted: Highlight

colorful illustrations, think-pair-share, seating arrangements on the carpet next to a Formatted: Highlight
work buddy, and simplifying directions. Commented [KH7]: Domain 3d Assessment in instruction
Formatted: Highlight
Commented [KH8]: Domain 3e Demonstrating Flexibility
and responsiveness
 Reflection Formatted: Underline
Formatted: Indent: First line: 0"

When reflecting on the lesson I started with giving the students an expectation for their Formatted: Line spacing: Double

learning “Our job is to fill out our text features anchor chart and then read Many Biomes One

Earth and identify the text features in this book. We will also learn what animal habitats are

and be able to identify them.“ I started with a look through the book for text features. We Commented [KH9]: Domain 3a Communicating with
students

stopped at the glossary and went over a few of the words we would be focusing on that day, Formatted: Highlight

including habitat (biomes-we interchanged the words so that we were only using one word for Commented [KH10]: Domain 3a I used a rich language,
offering brief vocabulary lessons where appropriate.
the EL students). I also used the sign language signal the “t” when the students recognized a

text feature. At times I had them turn and talk about the text feature and other times I had Formatted: Highlight

them turn and talk about the habitats. This was a valuable tool in assessing what they

understood and what I needed to focus on in the next lesson. Having them turn and talk Commented [KH11]: Domain
Formatted: Highlight
allowed me to step out of the central role and invited the students to have high participation in

their learning. Commented [KH12]: Domain 3 b students initiate higher

level questioning. Students invite comments from their
classmates during a discussion.
The assessment that I used were hand signal of “t” and turn and talk. I pay close attention
Commented [KH13]: Domain 3d Monitor student
learning, gives feedback to students, adjust instruction in
when students are talking, walking around the carpet listening to see who is sharing, what ideas response to students understanding.
Formatted: Highlight
they are sharing and help those who are possibly struggling. When I hear more than one group

struggling to answer the question I give hints of possible answers with clues from the text.

Within this lesson I was able to see that the students still didn’t understand all the text features

even though this was the second time this year we have focused on them. After this lesson I Formatted: Highlight

could see the lack of student understanding and knew that I needed to adjust the next lesson to

start off with more of a focus on text features to better their understanding. Commented [KH14]: Domain 3e lesson adjustment,
visible adjustment in the face of student lack of
understanding
 The one goal that I have for myself is to improve the length of time that I am teaching while Formatted: Line spacing: Double

the students are listening, instead I would prefer to have students more active. This is Commented [KH15]: Domain 3c engaging students in
learning

something that I will be able to change once I am in my own classroom and not given the times Formatted: Highlight
Formatted: Highlight
of when to do things and how to do them.

Formatted: Highlight